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Roitman J, Haber J, Cipollina J, Feldman L, Fletcher J, Allen K, Crotty K, Kudlowitz D, Anderson M. Evaluation of a virtual interprofessional oral-systemic health simulation experience in nursing, dentistry, medicine, and pharmacy education. J Dent Educ 2024; 88:544-553. [PMID: 38400648 DOI: 10.1002/jdd.13498] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2023] [Revised: 11/15/2023] [Accepted: 01/06/2024] [Indexed: 02/25/2024]
Abstract
PURPOSE The annual teaching oral-systemic health (TOSH) virtual clinical simulation and case study activity exposes interprofessional teams of nurse practitioner, nurse midwifery, dental, medical, and pharmacy students to a virtual clinical simulation experience that uses oral-systemic health as a clinical exemplar for promoting interprofessional core competencies. The present study examines changes in participating students' self-reported interprofessional competencies following participation in virtual TOSH from 2020 to 2022. These findings are also compared to those from in-person TOSH (2019) to examine the equivalence of student outcomes of both the in-person and virtual programs. METHODS A pre- and post-test evaluation design was used to examine the effectiveness of exposure to the TOSH program on self-reported attainment of interprofessional competencies for participating students using the interprofessional collaborative competency attainment scale. RESULTS Analysis of pre- and post-surveys demonstrated statistically significant improvement in students' self-rated interprofessional experience competencies following the virtual TOSH program, which aligns with results from the in-person cohorts. Similar findings between the in-person and virtual cohorts indicated no statistically significant difference between the two formats. CONCLUSION These findings demonstrate the success of TOSH in promoting attainment of interprofessional competencies among future health professionals. We encourage administrators and faculty who lead health professional programs to take advantage of using virtual simulations as an integral component of interprofessional oral health clinical experiences where students from different health professions learn from and about each other in assessing and treating patients across the lifespan.
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Affiliation(s)
- J Roitman
- Arnold & Marie Schwartz College of Pharmacy and Health Sciences, Long Island University, Brooklyn, New York, USA
| | - J Haber
- NYU Rory Meyers College of Nursing
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Kruger JS, Tona J, Kruger DJ, Jackson JB, Ohtake PJ. Validation of the Interprofessional Collaborative Competency Attainment Survey ( ICCAS) retrospective pre-test measures. J Interprof Care 2023:1-6. [PMID: 36772808 DOI: 10.1080/13561820.2023.2169261] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/12/2023]
Abstract
Establishing the effectiveness of IPE experiences is essential, and current assessment measures may be subject to various types of bias. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) is administered after the learning experience as retrospective pretest and posttest measures of perceived collaborative practice skills. Because the ICCAS does not have an actual pretest, there are potential risks of recall bias and social desirability bias. To address these concerns, Jackson (2017) proposed conducting a true ICCAS pretest before the learning experience and examining the differences between the true and retrospective pretest scores and the differences between these pretest and posttest scores. This study design was implemented for two in-person Interprofessional forums conducted in the Fall (N = 745) and following Spring (N = 599) semesters. Students from 11 (Fall) and 12 (Spring) health professions education programs were included. True ICCAS pretest scores did not significantly differ from the retrospective pretest scores in either sample, although the effect sizes for pretest to posttest gains were slightly smaller for the true pretest scores. These results support and provide confidence for using the standard ICCAS administration methodology by demonstrating the administration methodology is not adversely impacted by recall or social desirability biases.
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Affiliation(s)
- Jessica S Kruger
- Department of Community Health and Health Behavior, School of Public Health and Health Professions, University at Buffalo, Buffalo, NY, USA
| | - Janice Tona
- Department of Rehabilitation Science, School of Public Health and Health Professions, University at Buffalo, Buffalo, USA
| | - Daniel J Kruger
- Populations Study Center, University at Michigan, Ann Arbor, MI, USA
| | | | - Patricia J Ohtake
- Department of Rehabilitation Science, School of Public Health and Health Professions, Assistant Vice President for Interprofessional Education, Office of the Vice President for Health Sciences, Academic Health Center, University at Buffalo, Buffalo, NY, USA
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Zeien J, Hanna J, Yee S, De Castro A, Puracan J, Ervin B, Kang P, Harrell S, Hartmark-Hill J. Education without walls: Using a street medicine program to provide real-world interprofessional learning. J Interprof Care 2023; 37:91-99. [PMID: 35015588 DOI: 10.1080/13561820.2021.2016663] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Interprofessional education (IPE) is a core component of the curricula for many healthcare and social work training programs and has been shown to increase student self-efficacy, communication skills, and attitudes toward other professions. Street medicine programs expand options for teaching interprofessional, team-based care of vulnerable populations, such as those experiencing homelessness. Street Medicine Phoenix is an interprofessional team of health professions students and faculty that provides outreach to Phoenix's homeless population. This study demonstrates the impact of volunteering in our street medicine program on the perceived development of interprofessional skills and behaviors. Volunteer teams, with representatives from medicine, nursing, social work, physical therapy, occupational therapy, public health, and undergraduate studies, completed the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) before and after semester-long, monthly outreach events. Results demonstrate statistically significant improvements in overall ICCAS scores for all volunteers, but there was no relationship between number of shifts completed and ICCAS score improvement. Based on these findings, street medicine programs could be considered as an option for providing interprofessional learning to students in healthcare and social work degree programs. Street medicine outreach can supplement didactic and simulation skill-building activities in the IPE curricula with point of care, real-world experiential learning.
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Affiliation(s)
- Justin Zeien
- Anesthesiology, Walter Reed National Military Medical Center, Bethesda, MD, USA
| | - Jeffery Hanna
- Public Health, The University of Arizona Mel & Enid Zuckerman College of Public Health, Phoenix, AR, USA
| | - Sara Yee
- Family, Community and Preventive Medicine, The University of Arizona College of Medicine - Phoenix, Phoenix, AR, USA
| | - Abel De Castro
- Family, Community and Preventive Medicine, The University of Arizona College of Medicine - Phoenix, Phoenix, AR, USA
| | - Jasper Puracan
- Psychiatry, Banner - University Medical Center Phoenix, Phoenix, AZ, USA
| | - Bonnie Ervin
- Social Work, Arizona State University Watts College of Public Service and Community Solutions, Phoenix, AR, USA
| | - Paul Kang
- Public Health, The University of Arizona Mel & Enid Zuckerman College of Public Health, Phoenix, AR, USA
| | - Susan Harrell
- Doctor of Nursing Practice, Arizona State University Edson College of Nursing and Health Innovation, Phoenix, AR, USA
| | - Jennifer Hartmark-Hill
- Family, Community and Preventive Medicine, The University of Arizona College of Medicine - Phoenix, Phoenix, AR, USA
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Tona J, Kruger J, Jacobsen LJ, Krzyzanowicz R, Towle-Miller LM, Wilding GE, Ohtake PJ. Assessing the assessment: a comparison of the IPASS and ICCAS to measure change in interprofessional competencies following a large-scale interprofessional forum. J Interprof Care 2021; 35:726-735. [PMID: 33438485 DOI: 10.1080/13561820.2020.1806219] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Abstract
Measuring the effectiveness of interprofessional education (IPE) experiences is essential but challenging. Surveying learners before (pretest) and after (posttest) an IPE experience may result in minimal change due to response shift bias. Retrospective pretest/posttest assessment may ameliorate response shift bias but may also result in inflated change scores due to social desirability bias. We studied a cohort of 675 students from 12 health professions who completed the Interprofessional Attitudes Scale (IPAS) within the 4 weeks before (pretest) and the 3 weeks after (posttest) an IPE forum and completed the Interprofessional Collaborative Competency Attainment Survey (ICCAS) within the 3 weeks after the forum as a retrospective pretest/posttest. We found higher scores on the pretest IPAS than the retrospective pretest ICCAS and greater change in scores on the ICCAS than the IPAS, indicating potential response shift and social desirability biases. Furthermore, we found few significant correlations between change scores in subscales of the two tests, but a high number of strong and significant correlation among the ICCAS subscale change scores. Our results indicate the timing of pretest administration may impact change scores or that subscales of IPAS may be more unique than those of ICCAS. These findings suggest that educators should consider the potential impact of response shift and social desirability biases when interpreting results of the IPAS and ICCAS in response to an IPE learning experience.
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Affiliation(s)
- Janice Tona
- Rehabilitation Science Department, University at Buffalo, Buffalo, NY, USA
| | - Jessica Kruger
- Rehabilitation Science Department, University at Buffalo, Buffalo, NY, USA
| | - Lisa Jane Jacobsen
- Rehabilitation Science Department, University at Buffalo, Buffalo, NY, USA
| | - Ryan Krzyzanowicz
- Rehabilitation Science Department, University at Buffalo, Buffalo, NY, USA
| | | | - Gregory E Wilding
- Rehabilitation Science Department, University at Buffalo, Buffalo, NY, USA
| | - Patricia J Ohtake
- Rehabilitation Science Department, University at Buffalo, Buffalo, NY, USA
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Lunde L, Bærheim A, Johannessen A, Aase I, Almendingen K, Andersen IA, Bengtsson R, Brenna SJ, Hauksdottir N, Steinsbekk A, Rosvold EO. Evidence of validity for the Norwegian version of the interprofessional collaborative competency attainment survey ( ICCAS). J Interprof Care 2020; 35:604-611. [PMID: 32744140 DOI: 10.1080/13561820.2020.1791806] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
Abstract
This was a validation study of the Norwegian version of The Interprofessional Collaborative Competency Attainment Survey (ICCAS). ICCAS consists of 20 retrospective pre- and post-questions, where respondents rate their agreement with regard to self-assessed competencies after participating in interprofessional education courses. It has been validated across various settings. The questionnaire was translated using the back-translation technique. We investigated evidence of validity regarding content, response process, and internal structure. Data were obtained from health and social care students (n = 1440, response rate 42.8%) participating in 12 different interprofessional courses in seven education institutions in Norway using a cross-sectional design. Exploratory factor analysis indicated one retracted factor for pre-scores and one retracted factor for post-scores. High McDonald's omega values indicated good internal consistency. Item deletion did not improve the scale's overall consistency on pre- or post-scores. We observed higher mean post-scores than pre-scores with moderate-to-large effect sizes, indicating a positive change in self-assessed interprofessional capabilities after training. Our findings indicate that the Norwegian version of ICCAS is a valid tool that may be implemented across a wide range of interprofessional education courses. Finally, our findings support earlier recommendations that ICCAS should be analyzed at an overall level to address change in interprofessional capabilities.
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Affiliation(s)
- Lene Lunde
- Department of Nursing Science, Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway
| | - Anders Bærheim
- Department of Global Public Health and Primary Care, Faculty of Medicine, University of Bergen, Bergen, Norway
| | - Ane Johannessen
- Department of Global Public Health and Primary Care, Faculty of Medicine, University of Bergen, Bergen, Norway
| | - Ingunn Aase
- SHARE- Center for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
| | - Kari Almendingen
- Department of Nursing and Health Promotion, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway
| | - Irene Aasen Andersen
- Department of Health and Caring Sciences, Western Norway University of Applied Sciences (HVL), Førde, Norway
| | - Rutt Bengtsson
- Department of Social Studies, Faculty of Social Science, University of Stavanger, Stavanger, Norway
| | - Sissel Johansson Brenna
- Department of Health and Caring Sciences, Western Norway University of Applied Sciences (HVL), Bergen, Norway
| | - Nanna Hauksdottir
- Centre for Faculty Development, Faculty of Health Sciences, The Arctic University of Norway, Tromsø, Norway
| | - Aslak Steinsbekk
- Department of Public Health and Nursing, Norwegian University of Science and Technology, Trondheim, Norway
| | - Elin Olaug Rosvold
- Department of General Practice, Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway
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Wheeler S, Valentino AS, Liston BW, Li J, McAuley JW. A team-based learning approach to interprofessional education of medical and pharmacy students. Curr Pharm Teach Learn 2019; 11:1190-1195. [PMID: 31783968 DOI: 10.1016/j.cptl.2019.07.010] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2018] [Revised: 05/02/2019] [Accepted: 07/24/2019] [Indexed: 05/20/2023]
Abstract
BACKGROUND As collaborative team-based healthcare expands, there is a need for effective interprofessional education (IPE). Although the desired outcomes of IPE are defined by the Interprofessional Education Collaborative (IPEC), resources often limit IPE implementation. The purpose of this study is to assess the effectiveness of a novel interprofessional activity in improving health professions students' interprofessional competencies using team-based learning (TBL). INTERPROFESSIONAL EDUCATION ACTIVITY Teams of second year pharmacy and medical students participated in a novel IPE session targeting roles and responsibilities. This activity was designed and implemented by a small number of faculty and used TBL to educate a large number of students using limited resources. Class averages for individual and team readiness assurance test (iRAT/tRAT) scores were collected, and students were invited to complete the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) to evaluate the effectiveness of the activity. DISCUSSION On average, tRAT scores were 20% higher than iRAT scores. While there was significant improvement for all items on the ICCAS, questions within the roles and responsibilities domain of the ICCAS were most affected. IMPLICATIONS This novel IPE activity was successful in teaching a large group of professional students in the targeted domain of roles and responsibilities in a single session. This activity was a rich experience in which students learned together using limited resources which can be easily replicated at other institutions to help professional students gain proficiency in interprofessional competencies.
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Affiliation(s)
- Sarah Wheeler
- The Ohio State University College of Pharmacy, 500 W 12th Ave, Columbus, OH 43210, United States.
| | - Alexa Sevin Valentino
- The Ohio State University College of Pharmacy, 500 W 12th Ave, Columbus, OH 43210, United States.
| | - Beth W Liston
- Division of Hospital Medicine, The Ohio State University, United States.
| | - Junan Li
- The Ohio State University College of Pharmacy, 500 W 12th Ave, Columbus, OH 43210, United States.
| | - James W McAuley
- The Ohio State University College of Pharmacy, 500 W 12th Ave, Columbus, OH 43210, United States.
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